The aim of this study was to provide validity for the Spanish version of the Morningness–Eveningness-Stability Scale – improved (MESSi), a novel evolved assessment of circadian typology which considers the subjective phase and amplitude by morning affect (MA), eveningness (EV) and distinctness (DI; subjective amplitude) sub-scales. Convergence validity of the MESSi with the reduced Morningness–Eveningness Questionnaire (rMEQ) and relationships with the General Health Questionnaire (GHQ-12) and sensitivity to reward and punishment (SR and SP) were analyzed. Two different Spanish samples, young undergraduate students (n = 891, 18–30 years) and adult workers (n = 577, 31–65 years) participated in this study. Exploratory structural equation modeling (ESEM) of MESSi displayed acceptable fit of a three-factors measurement model. Percentiles of the MA, EV and DI sub-scales were obtained for students and adults. The MESSi showed good convergence validity with the rMEQ scores, with a higher correlation coefficient between MA, EV and lower with DI sub-scales. In both, young students and adult workers, MA was negatively related with the GHQ-12 and SP, but the percentage of explained variance (6% and 3%) was lower than the positive correlations between DI, the GHQ-12 and SP (20% and 13%). Morning types presented higher MA and lower EV scores than the other two typologies in both students and adult workers, whereas only differences in DI were found among students (lowest in evening type). Candidates to psychological symptoms and mental disorders (“true cases”), with the clinical cut-off criteria of the GHQ-12, showed lower MA and higher DI in students, whereas only DI was higher for “true cases” among adults. These results supported that subjective amplitude is a factor related to, but also differentiated of, morningness–eveningness (preferred time for a certain activity). The measure of amplitude might be more important than circadian phase in health consequences.

Animal Welfare Attitudes (AWA) are defined as human attitudes towards the welfare of animals in different dimensions and settings. Demographic factors, such as age and gender are associated with AWA. The aim of this study was to assess gender differences among university students in a large convenience sample from twenty-two nations in AWA. A total of 7914 people participated in the study (5155 women, 2711 men, 48 diverse). Participants completed a questionnaire that collected demographic data, typical diet and responses to the Composite Respect for Animals Scale Short version (CRAS-S). In addition, we used a measure of gender empowerment from the Human Development Report. The largest variance in AWA was explained by diet, followed by country and gender. In terms of diet, 6385 participants reported to be omnivores, 296 as pescatarian, 637 ate a vegetarian diet and 434 were vegans (n = 162 without answer). Diet was related with CRAS-S scores; people with a vegan diet scored higher in AWA than omnivores. Women scored significantly higher on AWA than men. Furthermore, gender differences in AWA increased as gender inequality decreased.

Multiple Intelligence (MI) helps to evaluate the brain processes of individuals. Identifying the types of multiple intelligence can help teachers to understand their students better. Several studies have identified MI in school children; nevertheless, in Mexico, these studies have been scarce. Therefore, the objective of this study was to analyze the differences of MI between genders and the grades-in-school of Mexican elementary schoolchildren. In an effort to investigate the differences of MI in elementary school children in Mexico, we provided a self-administered questionnaire to 161 Mexican students. Overall, our findings showed that the students' mean averages in the eight categories of MI were similar in both genders; in fact, the only significant differences in gender were found in intrapersonal intelligence (males reporting higher intrapersonal differences than females). No other significant differences in MI were found, nor were there interaction effects between gender and the grade in school. In summary, these results give us an understanding that the different types of MI may not be that well implemented in elementary school children.